When NLU doctoral student Micah J. Miner went to talk to Congressional staff in Washington on Feb. 9, he told of his experiences teaching in a real-world Chicago Public Schools alternative classroom with incarcerated students.
Miner, a doctoral student in Curriculum, Advocacy and Policy, wrote in the Huffington Post Education Blog that because the students stay in the program from a few days to a couple of years, a computer-adapted assessment gives him key information about them, such as academic strengths and weaknesses and reading level.
Miner cited the example of a student he called Thomas, who was in Miner’s class for a year. The assessment helped Miner gauge Thomas’ reading level and enabled him to place him in the right instructional groups. Thomas knew he would be taking the same test three times a year; he worked hard and showed 1.5 years of reading growth the next time he took the test. Thomas was found not guilty and is a high school senior on track to graduate in June.
“If I can get my students re-engaged in the classroom, the likelihood of them getting caught in the revolving door of the juvenile and adult criminal justice system is that much less,” Miner wrote.
Read the entire post here.